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In Harry Potter and the Philosopher's Stone, Harry's friends are terrified to mention the name of their nemesis: Lord Voldemort. Until June 2024, the United States Supreme Court had taken the same approach to Chevron, refusing to mention the doctrine in cases when there was no doubt Chevron applied. Indeed, this doctrine had them so scared that they just overruled it or tried to. Yet no one has asked, can they? Can the Court overrule Chevron, and, if so, what would that even mean? This Article explains why, despite its apparent decision to do so, it will be difficult for the Court to truly overrule Chevron. Rules of decision can be overruled. Chevron is not a rule of decision. Chevron is properly categorized as part standard of review--specifically, de novo review--and part canon of statutory interpretation. Standards of review are not overruled; they are simply replaced. Canons of interpretation are similarly not overruled; ignored, yes, modified, yes, narrowed, yes, but not overruled. Thus, and not unexpectedly, the Court claimed to overrule Chevron by replacing step one with de novo review and replacing step two with Skidmore's power-to-persuade test, a relatively modest change. In short, the fervor regarding Chevron's demise is overblown. Chevron is not going anywhere; instead, it will continue as the doctrine that must not be named and could not be overruled. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dictionary studies have suggested that nearly half of the English lexicon have multiple meanings. It is not yet clear, however, if second language learners reading English texts will encounter words with multiple meanings to the same degree. This study investigates the use of words with multiple meanings in an authentic English novel. Two samples of content words with at least two dictionary meanings were drawn from J.K. Rowling's Harry Potter and the Philosopher's Stone. The two samples consisted of 150 words in total with 50 words in each of the three content word categories of nouns, verbs and adjectives. Using two major advanced English learner dictionaries, each word was coded as having been used either in a primary meaning or a secondary meaning in the book. A word was coded with a primary meaning if the meaning of the word in the book matched the first meaning cited in both dictionaries. Any other meaning was coded as secondary. The results suggested that around one third of the sampled words were used in a secondary sense and secondary meanings tended to be more common in adjectives and verbs. Furthermore, there was a greater tendency of adjectives to be used in a secondary meaning at the beginning than the rest of the book. It was suggested to be important for L2 learners to learn how to deal with multiple meanings in context. [ABSTRACT FROM AUTHOR]

The article discusses the use of stuttering by villains in relation to audience failures to accurately assess their character. Characters addressed include Professor Quirrell in the book "Harry Potter and the Sorcerer's Stone," by J. K. Rowling; the character Aaron Stampler in the film "Primal Fear," directed by Gregory Hoblit; and the character Billy Budd in the novella "Billy Budd," by Herman Melville. The film "The King's Speech," directed by Tom Hooper, is noted.

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Often fiction and religion have been seen as separate moments or genres, but recent encounters between the two fields – such as fiction-based religions or religious controversies with regard to works of fiction – show that a thorough discussion of the religious in the fictional and the fictional in the religious is important. It may be consequential for what we understand religion to be in the study of religions today. The fantasy genre, with its other worlds, magic and superhuman characters, is extremely successful in contemporary Western popular culture. This article discusses the genre of fantasy fiction and analyses how selected examples of contemporary fantasy fiction represent and mediate religion. It argues that fantasy fiction both reflects and forms religious interests and religious fascination in contemporary society, and, in combination with the related new virtual worlds of the supernatural, fantasy fiction, that it provides sites for exploration of religion. This article is not a study of new religious movements, or of locating and analysing classically religious practitioners who use fantasy fiction in religions. Rather, the author seeks to understand the current pervasive presence of religion in fantasy fiction, and to discuss its significance in contemporary Western societies, as well as its implications for the understanding of religion. The author suggests that we should acknowledge, to a greater degree, the extent to which religion can be mixed with commerce, titillating entertainment, shared emotions, and everyday concerns. In addition, the author suggests that we should make more room for partial and shifting religious engagements in religion, and acknowledge a place, in the category of religion, for supernatural popular culture. The current fantasy popularity surge indicates not only a weakening of institutionalised religions, but also of the importance of belief and absolute truth claims in religion, and instead we see an increased visibility of ‘the religious’ and shifting and partial forms of religion in the West. [ABSTRACT FROM PUBLISHER]

A case study is presented that discusses the translation of the British Harry Potter children's fiction series by J. K. Rowling into American English. Topics include the Americanization of spelling in the book "Harry Potter and the Sorcerer's Stone" ("Harry Potter and the Philosopher's Stone"), the impact of the changes on American children, and the roles of editors in U.S. publishing.

In this article, the popular children's book Harry Potter and the Sorcerer's Stone (J. K. Rowling, 1997) is discussed as the basis for an activity in teaching and eliciting empathy from beginning-level school counseling students. A description of the application of the book to this activity, the students' evaluations, and teaching recommendations and limitations are reported. [ABSTRACT FROM AUTHOR]

Discusses several issues on the rare book trade in London, England at the beginning of the twenty-first century. Information on associations of antiquarian booksellers; Definition of an antiquarian book; Details of the first issue of the book "Harry Potter and the Philosopher's Stone," by J. K. Rowling.

Comments on the popularity of the Harry Potter books by J.K. Rowling. Reasons behind the popularity of the children's books; Overview of the book 'Harry Potter and the Sorcerer's Stone'; Features of the book 'Harry Potter and the Goblet of Fire.'

Presents the author's reflections on teaching the children's book "Harry Potter and the Sorcerer's Stone" to resistant prospective teachers. Effort by the author to find an alternative but related reading assignment for an elementary education major who refused to read "Harry Potter"; Highlights of the class discussion about the book; Lessons learned by the author in dealing with resistant students.

Many clinical teachers acquire a working knowledge of the principles of teaching and learning through observation, by adopting positive and rejecting negative examples of clinical instruction. Well selected vignettes of teaching behaviours taken from contemporary film and literature may provide rich substrate by which to engage clinical teachers in discourse about instructional technique. This paper draws on J K Rowling's novel and its companion film, Harry Potter and the Philosopher's Stone , and critically analyses the teaching styles of the staff at Hogwarts School of Wizardry and Witchcraft in the context of contemporary generic and medical education literature. Specifically, it argues that effective teachers demonstrate not only an in-depth knowledge of their discipline but possess a keen appreciation of the cognitive changes that occur in their students during the learning process. They are, furthermore, proficient in core instructional skills such as small group facilitation, feedback and questioning. Most importantly, effective teachers model appropriate attitudes in their professional setting and possess highly developed personal qualities such as creativity, flexibility and enthusiasm. [ABSTRACT FROM AUTHOR]

Compares the book and its film adaptation 'Harry Potter & the Sorcerers' Stone,' by J.K. Rowling. Comment on the writing style of Rowling; Views on the fairness to compare two different media; Criticism of how the characters of the story were portrayed.

The article examines the modes of rhetoric in J. K. Rowling's book "Harry Potter and the Philosopher's Stone." It discusses verisimilitude as increasing the persuasiveness and appeal of Rowling's novel, dealing in contemporary issues and analogies relevant to both young and adult readers. It examines the three types of rhetorical discourse as argued by Aristotle in his "Rhetoric," with forensic or legal rhetoric and epideictic or ceremonial oratory analyzed as used by Rowling.

Describes a classroom activity which teaches students about how to construct human pedigrees using the characters in the book 'Harry Potter and the Sorcerer's Stone.' Synopsis of the book; Assumptions regarding the genotypes of characters in the Harry Potter book; Interpretation of the pedigree of the characters in the book; Activities aimed to assess the students' understanding of constructing pedigrees.

Comments on four books about moral development in pre-adolescent children written by J.K. Rowling. 'Harry Potter and the Philosopher's Stone'; Harry Potter and the Chamber of Secrets'; 'Harry Potter and the Prisoner of Azkaban'; Harry Potter and the Goblet of Fire.'

Explains how the character Hermione Granger solved the potion puzzle in the book 'Harry Potter and the Sorcerer's Stone.' Solution to the potion puzzle; Possible interpretations of the first, second and fourth clues; Configurations consistent with the first, second and fourth clues.

Focuses on a survey of readers of young adult book `Harry Potter and the Sorcerer's Stone,' by J.K. Rowling. Background on the book; Key findings of the survey; Implications for teaching.

In the children's book 'Harry Potter and the Sorcerer's Stone,' by J.K. Rowling, we find an intriguing literary vehicle for considering our role as educators, interpreting the first-year student experience, and contemplating ideal contexts for teaching and learning. Hogwarts opens the door to a parallel universe for Harry, where he fits into a community made up entirely of wizards and witches. In sum, the Harry Potter books carry a special message for college and university educators. The main character offers readers a safe distance from themselves because he exists in a parallel universe but also the ability to identify with him because his experiences are so familiar. In fact, this may be the reason that the books have become such a cultural phenomenon.

The article presents an academic activity for students using the novel "Harry Potter and the Sorcerer's Stone" as a context for problem-based learning. Using the wizard context creates a motivation for learning and enables students to understand the problem. The Kingdom of Fungi is the first topic. This will enable students to imagine Harry Potter studying mushrooms and fungi as part of his curriculum at Hogwarts School. Students will be required to use library and Internet resources to discover more about mushrooms and fungi. Students will also be required to write field reports for their science journals. Another activity for students can be the writing of poetry about mushrooms and fungi.